FAIR Data

Created by: Linda Dressel, Melissa Gardner, Jessica Schweitzer, Zachary

Sechrist

Student Data  Grade Primary

ExpLexile Ability Score FSP 

Reading Comprehension Maze Percentile Rank Word Analysis 

PercentileRank

Student 3 SB 8 K 710 403 8 28 21Student 9 KB 7 Z 805 447 19 46 0Student 2 SB 8 K 1020 541 40 8 20Student 18 MC 8 Z 1005 534 38 0 0Student 12 CE 8 Z 1105 579 52 56 45Student 11 KH 7 Z 775 432 16 52 39Student 17 DL 8 Z 1055 558 45 39 28Student 4 KM 7 Z 825 454 21 27 73Student 7 EM 7 Z 620 363 5 60 10Student 15 AO 8 Z 910 492 26 31 28Student 1 JO 8 Z 930 501 28 63 41Student 5 DP 8 Z 1150 598 58 47 70Student 13 TP 7 Z 660 381 7 16 6Student 14 ED 7 Z 715 406 11 60 10Student 8 CS 8 Z 840 461 18 20 8Student 16 KS 8 Z 910 492 25 66 41Student 6 ZT 8 Z 725 410 9 15 29Student 10 IV 8 Z 920 498 27 27 18

Class Means Grade 7 733 413 13 43 23Class Means Grade 8 940 505 31 33 29

FAIR Student Cumulative Data

Student Grouping

• Box 1 - no students• Box 2 and 4 - Student # 1,5,11,12,& 16• Box 2 and 5 - Student # 7, 9, 14, 15,& 17• Box 3 and 4 - Student # 4• Box 3 and 5 - Student # 2,3,6,8 10,13, & 18

FAIR Decision Tree• Box 1- provide instruction in high-level reasoning skills, vocabulary, and reading

comprehension strategies on grade level

• Box 2 + 4- provide instruction in high-level reasoning skills, vocabulary, and reading comprehension strategies to meet grade level standards

• Box 2 + 5- provide instruction to address specific weakness in spelling that do not impact reading, provide instruction in basic orthographic patterns and affixes/roots.

• Box 3 + 4- work on text reading efficiency (comprehension and fluency); develop automaticity at the phrase, sentence, and paragraph level, practice with repeated readings, and teach with a comprehension focus.

• Box 3 + 5- provide intense instruction in word/study, work on applying decoding strategies to connected text, as accuracy increases build fluency with an emphasis on comprehension strategies.

Students in Box 1 scored 85% or higher on the Reading Comprehension section of the FAIR assessment.

- Students will go further into grade level text using higher level thinking- Socratic seminars

Box 1

Boxes 2 + 4

• The second set of students can be categorized into boxes two and four.

• Box two is any student scoring above a 30% MAZE percentile and box four is any student scoring above a 30% Word Attack score.

• These students are placed into a category that requires enhanced instruction, of current grade level instruction

Boxes 2 + 4

• Strategies for students who require enhanced instruction to assist in comprehension and vocabulary:– Achieve 3000– Intervention from content area teachers• Graphic Organizers• Text Mapping

Boxes 2 + 5

• This set of students can be categorized into boxes two and five.

• Box two is any student scoring above a 30% MAZE percentile and box five is any student scoring below a 30% Word Analysis Percentile Rank.

• These students are placed into a category that requires reading instruction in word analysis such phonics/spelling

Boxes 2 + 5

• Strategies for students who require instruction/intervention to assist in word analysis:– Intervention from content area teachers

• LDC• CIS• Project CRISS • Kagan Training

• These strategies can and should be applied by all content areas.

Boxes 3 + 4

• Students who scored less than 30% on the MAZE assessment

• Students who scored over 30% in Word Analysis

Focus for boxes 3 + 4

• The combination of these boxes represents students who need to work on comprehension and fluency.

Strategies for Comprehension and Fluency

• Previewing the Text• Frayer Diagrams• Think Aloud• Close Readings

Diagnostics Assessments for Reading(DAR)

• Used by Duval as assessment tool• Double blocks of reading provided

• DAR focuses on:• - Spelling• - Word Recognition• - Oral Reading• - Silent Reading• - Word Meaning

Students who score less than eighty-five percent on comprehension and less than

thirty percent on both the MAZE and Word Attack sections of the FAIR assessment need

the most intensive instruction (District: Hillsborough, 2014) .

- Starts with word study and moves on from there

- Main curriculum is Springboard- Students have 2 full periods of

reading

Boxes 3 + 5

EPS Academy of Reading- Ongoing progress monitoring - Ongoing assessments- 3 – 5 times per week for 30 minutes- Prints detailed reports- Online

Scholastic’s READ 2000- For students reading two grades below level- Utilizes gradual release- Online

Boxes 3 + 5

References

•District: Pinellas. (2014). District: Pinellas. Retrieved October 7, 2014, from 

https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=48

• District: Hillsborough. (n.d.). District: Hillsborough. Retrieved October 8, 2014, from

https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=29

• Duval (n.d.). 2014-15 K-12 Comprehensive Research Based Reading Plans. Retrieved October 10,

2014, from https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx#Mid

• Education, F. D. (2014, October). Just Read Florida- FAQ. Retrieved from Florida Department of

Education: http://www.fldoe.org/faq/default.asp?Dept=4&ID=1310#Q1310

•Filkins, S. (2014, January 1). Socratic Seminars. Retrieved October 11, 2014, from http

://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

Reference Continued

•Florida Center for Reading Research. (2014). Fair-fs. Retrieved October 10, 2014, from http%3A%2F%2Fwww.fcrr.org

%2Ffair-fs%2F

•Florida Department of Education, (2009). Florida Assessments for Instruction in Reading (fair). doi: https

://www.fldoe.org/schools/foil/FAIR.pdf

• Hillsborough, D. (2014, October). 2014-15 K-12 Comprehensive Research Based Reading Plans. Retrieved from Florida

Department of Education: https://app1.fldoe.org/Reading_Plans/Narrative/CompleteReport1415.aspx?DID=29

• Mathieu, W. (2012, March 22). 5 Fluency and Comprehension Strategies That Every Reader Can Use. Retrieved October

10, 2014, from http://www.scilearn.com/blog/fluency-comprehension-strategies

• READ 180 FAQs. (n.d.). Frequently Asked Questions & Answers. Retrieved October 8, 2014, from http

://www.scholastic.com/read180/contact-us/faq.htm

• School Specialty - EPS Literacy and Intervention | EPS. (n.d.). School Specialty - EPS Literacy and Intervention | EPS.

Retrieved October 8, 2014, from http://

eps.schoolspecialty.com/products/online-programs/academy-of-reading/about-the-program